Neuroscience and education: Multisensory strategies for learning molecular geometry

Abstract

Discussions about appropriate techniques and methods for teaching chemistry have revealed the potential of using alternative and / or technological resources as mediators for learning scientific concepts. Thereby, we are interested in knowing which methodological alternative can allow the learning of chemistry from the visualization resources of three-dimensional molecules. This research aimed to investigate the effects of pedagogical resources, such as alternative and virtual physical molecular models (augmented reality), on the learning of molecular geometry. This qualitative and experimental investigation was carried out to support the planning, elaboration, implementation and analysis of a didactic sequence based on neurocognitive principles associated with "memory". A didactic intervention was designed for three moments, with an interval of fifteen days between one session and another. Nine volunteer students aged 16-17 years participated in the activities. They are from the 2nd year of high school from a private school in the state of Sergipe. The results revealed that: 1) Physical and virtual resources can favour the learning of the molecular geometry and can serve as techniques for assessing students' errors; 2) Methodological procedures that consider brain functioning and the use of sense organs facilitate the consolidation and evocation of long-term memory.